Title IV-E Foster Care Service Providers Trainings

Title IV-E Program offers free training to San Francisco Human Services Agency staff who work with youth in foster care, group home staff, foster family agency staff, and foster parents in San Francisco.

Most classes can be offered at an agency’s site on weekdays, evenings, or Saturdays with a minimum of 8 guaranteed participants attending the training. Agencies can select topics that are currently offered or request new workshops. Our faculty can customize workshops that fit your agency's needs.

For eligibility questions and more information about scheduling classes, please contact Lynne Towe, Title IV-E Project Director at 415-267-6570 or email ltowle@ccsf.edu

To register for Title IV-E classes: Email fcstrain@ccsf.edu. Call 415-267-6523 if you have questions about a scheduled class.

Develop a better understanding of the importance of
fathers to youth in foster care. This epidemic of often-absent father
doesn’t mean that the father doesn’t fulfill an important role in a
child’s and family’s life. We often leave the paternal side of the
youth’s family completely out of an assessment when developing our
case plans even though the father is very much a part of the youth’s
“picture” and impacts their day- to-day functioning.

Explore the role of empathy in our work with kids and
their families. Obtain a deeper understanding of what empathy really
is and how it will likely make the difference between a client having
successful outcomes with you or not having successful outcomes.
Empathy a skill that can be learned that will benefit you and your
clients.

The primary goal of all recent editions of the Diagnostic
Statistical Manual for mental disorders (DSM) has been to improve
consistency of diagnosis provided by different providers. The quality
of mental health services can be negatively impacted when there have
been different diagnoses given to the same patient by different
providers. This situation is made more difficult when common mental
health symptoms (i.e. depression, anxiety, and aggressive behavior)
overlap with multiple mental disorders. Review the DSM 5 with
attention to using differential diagnoses in improving the diagnosis
of children, adolescents, and adults. Learn a step-by-step rule-out to
follow at the beginning of the differential diagnosis process. Use
decision trees to make differential diagnoses based on observed
primary mental health symptoms. Review differential diagnosis based on
the primary mental disorders seen in children, adolescents, and
adults. Practice using differential diagnosis with your clients and
participate in discussions of client case studies.

Obtain an overview of the important ingredients in
creating a behavior plan that works for kids. In order to help kids
improve their behaviors, we have to avoid power struggles and remember
that we are trying to teach them new behaviors. Learn to apply
theoretical principles shown to be effective and the basics of
developing such a plan.

Learn how trauma is one of the core elements of Pain in
the Heart Theory. Obtain a better understanding of the link between
past traumas, current feelings about the past trauma, and the fear of
what might happen in the future. Knowing more about what the youth are
experiencing helps us to adapt case planning to help kids be
successful Discuss, role play; participate in role play, watch
video, observe through the one-way mirror how these traumas may
impact our kids’ lives.

Theory (PITH). Discuss case assessment specific to
exploring the underlying issues in the family including family
violence, family needs, strengths, and resources. This case assessment
prepares the worker to move forward with an effective case plan to
support the youth in the safest and healthiest manner. Helping youth
in foster care with these family challenges increases permanency
planning (fewer placement failures) and reunification.

Do you ever struggle with how close or distant your
relationships with your clients should be in order to maintain your
ability to be helpful and therapeutic? We provide services to our
youth and their families in their own homes, in schools and in their
communities; this can be confusing for us and for our clients as to
what our roles are and what kinds of relationships are being developed
with our clients. The true helping relationship requires clear
relationship boundaries so we don't unintentionally exploit our
clients or experience "burn out". This training clarifies
what we mean by boundaries, ways in which we might be over-stepping
them, what is meant by dual relationships, & issues regarding the
boundaries relating to physical contact with our kids.

Examine the reasons why you chose to work in this field.
They can be a “double-edged sword”— by being both the very things that
make you excellent at your work and cause burn-out. Explore how your
own “stuff” impacts your work with youth and their families and, if
you are a supervisor, how to support those you supervise. Discuss
self-disclosure with clients, explore ourselves and
counter-transference, identify how we know when we are over-involved
with our clients, and review ways to address this.

The DSM 5 (fifth edition of the Diagnostic and Statistical Manual of
Mental Disorders) has been implemented and used in licensing exams as
of December, 2014. Examine a comprehensive overview of the DSM 5 with
attention to changes relevant for youth service, child welfare, and
juvenile justice providers. Study critical information for service
providers including recognizing new diagnoses, understanding mental
health reports, and working providers to ensure appropriate services.
Review the history of the DSM and the origins of mental illness.
Evaluate controversies in the diagnosis and treatment of mental
disorders including the rising prevalence of mental disorders, the
diagnosis of children and youth, and the overuse of psychotropic
medications. Examine the organizational structure and changes in the
DSM 5.

Obtain an overview of the important ingredients in
creating a behavior plan that works for kids. In order to help kids
improve their behaviors, we have to avoid power struggles and remember
that we are trying to teach them new behaviors. Learn to apply
theoretical principles shown to be effective and the basics of
developing such a plan.

Working with youth and families in child welfare and the
juvenile justice system can be stressful; it is important for us to
understand how this impacts us on a personal level and be active in
taking care of ourselves. Examine the importance of maintaining
boundaries and self-care for youth service providers staying effective
as helping professionals and maintain our personal well-being. Discuss
personal issues that impact our work including emotional boundaries,
the zone of involvement, client transference, and staff
counter-transference. Review ethical practice issues and guidelines
for professional helping relationships.

Study secondary
traumatic stress experienced by youth service providers, including
symptoms, effects, how to manage secondary trauma, and stress
information and management skills. Explore the stress response cycle,
signs of stress, and coping skills for managing stress. Learn stress
reduction techniques, including relaxation methods, social support,
time management, assertive communication, changing negative beliefs,
positive self-talk, and healthy life styles. Develop a personal care
plan at the end of the class.

Study
theoretical underpinnings of family systems assessment including
structural, strategic, functional, behavioral, and developmental
theories with a special emphasis on assessing and understanding these
dynamics within Pain in the Heart Theory. We will discuss, role play,
and demonstrate with video and some one-way mirror observations how
these theories work in helping to heal pain, increase attachment, and
decrease negative child symptoms.

Learn specific interventions to share with families to
struggling manage challenging child behaviors. While it is necessary
to understand the function of the child's behaviors (since it is a
communication to us) in order for ANY behavior plan to work, the focus
is on how to help families implement a plan in family meetings and
between meetings. Pre-requisite: Positive Behavior Challenging
Behaviors: Overview

Learn how the history of the biological families of our
youth in foster care impacts their current functioning and how a
family’s life cycle developmental challenges are intricately related
to a youth’s own developmental challenges.

Explore an overview of human sexuality with a focus on
youth and young adult sexuality issues. Review sexuality and
relationship issues throughout the life cycle including sexual
development, sexual identity, and love and intimacy. Discuss sexuality
issues impacting youth and young adults in the child welfare and
juvenile justice system including early sexual activity, gender roles,
pregnancy, coercive sex, STI (sexually transmitted infections), and
sexual exploitation. Examine issues impacting LGBTQI (lesbian, gay,
bisexual, transgender, questioning, and intersex) youth and young
adults and review their developmental needs, coming out process and
psychosocial risk factors. Participate in group discussions on your
experience working with youth and young adults on sexuality and
relationship issues. Discuss counseling guidelines for supporting
youth and young adults including talking about sexuality, promoting
sexual health, consensual sex, preventing STI and HIV, and intimacy
and relationships. Review specific individual and family counseling
approaches for LGBTQI youth and young adults. Learn about community
resources that support for youth and young adults on sexuality and
relationship issues. This course meets the California BBS
requirement for ASW and MFTI working towards licensure to have a 10
hour CEU course on Human Sexuality.

This is a companion to SW270. We recommend that students
sign up for both trainings at the same time.

Learn how
trauma is one of the core elements of Pain in the Heart Theory. Obtain
a better understanding of the link between past traumas, current
feelings about the past trauma, and the fear of what might happen in
the future. Knowing more about what the youth are experiencing helps
us to adapt case planning to help kids be successful Discuss, role
play; participate in role play, watch video, observe through the
one-way mirror how these traumas may impact our kids’ lives.

Explore the legal and ethical issues for providers in
youth and family services and child welfare. Topics include an
overview of liability issues and how to minimize liability. Review
consent, confidentiality, practice issues in youth and child welfare
services, and mandated reporting laws. Discuss ethical best practices
and ethical decision making in working with youth and families. Review
the NASW and CAMFT Codes of Ethics and the California Business and
Profession Code with attention to professional conduct guidelines
relevant to youth services and child welfare. This training meets the
CA BBS CEU requirement for a Law and Ethics training for LCSWs and
LMFTs.

When working with families with few resources in their
lives, traumatic pasts, and challenged relationships within their
families, it can be easy to feel some of the same loss of hope that
many of them experience and to become overwhelmed with what to focus
on next. Bring in specific concerns to discuss regarding the kids you
are working with and let’s figure out together an understanding of the
family relationships that are keeping the youth from being successful
at home and in school.

Do you ever struggle with how close or distant your
relationships with your clients should be in order to maintain your
ability to be helpful and therapeutic? We provide services to our
youth and their families in their own homes, in schools and in their
communities; this can be confusing for us and for our clients as to
what our roles are and what kinds of relationships are being developed
with our clients. The true helping relationship requires clear
relationship boundaries so that we don't unintentionally exploit our
clients or experience "burn out".

Develop a better understanding of the importance of
fathers to youth in foster care. This epidemic of often-absent father
doesn’t mean that the father doesn’t fulfill an important role in a
child’s and family’s life. We often leave the paternal side of the
youth’s family completely out of an assessment when developing our
case plans even though the father is very much a part of the youth’s
“picture” and impacts their day- to-day functioning.

Youth involved in the child welfare and juvenile justice
systems often experience extensive trauma in their backgrounds. Review
the impact of trauma on youth development, including mental health and
behavioral consequences. Discuss trauma related disorders including
post-traumatic stress disorder (PTSD); complex trauma; reactive
attachment disorder; disinhibited social engagement disorder;
depression, and borderline personality. Review best practices for
working with these youth such as building the relationship; meeting
basic needs; motivating youth; and increasing the core competencies of
self-esteem, communications, and coping skills. Explore treatment
approaches and evidence-based practices for working with youth who
have trauma-related disorders. Review cognitive and behavioral
techniques and self-regulation skills that can support youth impacted
by trauma.

Part I:
Assessing Family Relationships and Their Impact on Kids in
Placement Cl# SW351k Weds, Nov 11, 18, & Dec. 2 5:30 PM
– 8:30 PM Begin the seminar series by increasing your understanding of
how to assess family dynamics to gain a better understanding of their
impact on children. This exploration leads to better case planning for
our youth.

Part II: Common Theoretical Factors Used
in Family-Focused Evidence-Based PracticesCl# SW252L Weds, Dec. 9, 16 2015 & Jan 13, 2016
5:30-8:30 PM Learn to identify common theoretical elements used to gain a
better understanding of family dynamics and to analyze the family
dynamics that contribute to challenges with our youth.

Part IV: How Trauma makes Kids Anxious and
Scared Cl# SW354b Weds, Feb 10, 17, & 24 2016
5:30-8:30 PM Explore the importance of the impact of family trauma on kids
and how the resulting anxiety and sadness impact behavioral and other
emotional stabilization issues.

Examine the reasons why you chose to work in this field.
They can be a “double-edged sword”— by being both the very things that
make you excellent at your work and cause burn-out. Explore how your
own “stuff” impacts your work with youth and their families and, if
you are a supervisor, how to support those you supervise. Discuss
self-disclosure with clients, explore ourselves and
counter-transference, identify how we know when we are over-involved
with our clients, and review ways to address this.

The DSM 5 (fifth edition of the Diagnostic and
Statistical Manual of Mental Disorders) has been implemented and used
in licensing exams as of December, 2014. Examine a comprehensive
overview of the DSM 5 with attention to changes relevant for youth
service, child welfare, and juvenile justice providers. Study critical
information for service providers including recognizing new diagnoses,
understanding mental health reports, and working providers to ensure
appropriate services. Review the history of the DSM and the origins of
mental illness. Evaluate controversies in the diagnosis and treatment
of mental disorders including the rising prevalence of mental
disorders, the diagnosis of children and youth, and the overuse of
psychotropic medications. Examine the organizational structure and
changes in the DSM 5.

Working with youth and families in child welfare and the
juvenile justice system can be stressful; it is important for us to
understand how this impacts us on a personal level and be active in
taking care of ourselves. Examine the importance of maintaining
boundaries and self-care for youth service providers staying effective
as helping professionals and maintain our personal well-being. Discuss
personal issues that impact our work including emotional boundaries,
the zone of involvement, client transference, and staff
counter-transference. Review ethical practice issues and guidelines
for professional helping relationships,

Study secondary
traumatic stress experienced by youth service providers, including
symptoms, effects, how to manage secondary trauma, and stress
information and management skills. Explore the stress response cycle,
signs of stress, and coping skills for managing stress. Learn stress
reduction techniques, including relaxation methods, social support,
time management, assertive communication, changing negative beliefs,
positive self-talk, and healthy life styles. Develop a personal care
plan at the end of the class.

For years we have been told to be “strength-based and
client centered”, however, we have not typically been told what this
really means. In our field, we often focus on the negative events
that have occurred or the pathology that a client and their family
members seem to present with. We forget, in the midst of all of the
difficulties, that everyone has strengths and abilities and good
intentions. This training focuses on the importance of teaming with
family members from the beginning and offers a variety of case plan
strategies to create a family friendly process that will increase our
ability to engage effectively with families who just don’t want to
work with us! We will also clarify what it means in terms of our work
to be “strength-based”.

Termination brings with it many wonderful and sometimes
frightening issues related to both the treatment process that has
occurred and what the future will hold. It may be planned or
unplanned. Either way, it is a stressful process for the client, staff
members, family members, and peers of the individual who is
terminating. Explore the importance of termination throughout
treatment, what to expect as termination grows closer, and some ways
to support a healthy termination process for everyone even if the
termination is unplanned.

Part II:
Common Theoretical Factors Used in Family-Focused Evidence-Based
Practices Cl# SW252L Weds, Dec. 9, 16 2015 & Jan 13,
2016 5:30-8:30 PM Learn to identify common theoretical elements used to gain a
better understanding of family dynamics and to analyze the family
dynamics that contribute to challenges with our youth.

Part IV: How Trauma makes Kids Anxious and
Scared Cl# SW354b Weds, Feb 10, 17, & 24 2016
5:30-8:30 PM Explore the importance of the impact of family trauma on kids
and how the resulting anxiety and sadness impact behavioral and other
emotional stabilization issues.

Explore the role of empathy in our work with kids and
their families. Obtain a deeper understanding of what empathy really
is and how it will likely make the difference between a client having
successful outcomes with you or not having successful outcomes.
Empathy a skill that can be learned that will benefit you and your
clients.

Part IV: How Trauma makes Kids Anxious and
Scared Cl# SW354b Weds, Feb 10, 17, & 24 2016
5:30-8:30 PM Explore the importance of the impact of family trauma on kids
and how the resulting anxiety and sadness impact behavioral and other
emotional stabilization issues.